Helping Parents Solve Problems at Home and School Through Parent Training

1991 ◽  
Vol 26 (4) ◽  
pp. 230-233 ◽  
Author(s):  
Linda K. Elksnin ◽  
Nick Elksnin
Keyword(s):  
Parent Training ◽  
Home And School ◽  
At Home

scholarly journals Exploring the Role of Family and School as Spaces for 1.5 Generation South Korean’s Adjustment and Identity Negotiation in New Zealand: A Qualitative Study

2020 ◽  
Vol 17 (12) ◽  
pp. 4408
Author(s):  
Su Yeon Roh ◽  
Ik Young Chang
Keyword(s):  
New Zealand ◽  
Identity Negotiation ◽  
Identity Status ◽  
Traditional Values ◽  
The South ◽  
1.5 Generation ◽  
South Korean ◽  
The Family ◽  
Home And School ◽  
At Home

To date, the majority of research on migrant identity negotiation and adjustment has primarily focused on adults. However, identity- and adjustment-related issues linked with global migration are not only related to those who have recently arrived, but are also relevant for their subsequent descendants. Consequently, there is increasing recognition by that as a particular group, the “1.5 generation” who were born in their home country but came to new countries in early childhood and were educated there. This research, therefore, investigates 1.5 generation South Koreans’ adjustment and identity status in New Zealand. More specifically, this study explores two vital social spaces—family and school—which play a pivotal role in modulating 1.5 generation’s identity and adjustment in New Zealand. Drawing upon in-depth interviewing with twenty-five 1.5 generation Korean-New Zealanders, this paper reveals that there are two different experiences at home and school; (1) the family is argued to serve as a key space where the South Korean 1.5 generation confirms and retains their ethnic identity through experiences and embodiments of South Korean traditional values, but (2) school is almost the only space where the South Korean 1.5 generation in New Zealand can acquire the cultural tools of mainstream society through interaction with English speaking local peers and adults. Within this space, the South Korean 1.5 generation experiences the transformation of an ethnic sense of identity which is strongly constructed at home via the family. Overall, the paper discusses that 1.5 generation South Koreans experience a complex and contradictory process in negotiating their identity and adjusting into New Zealand through different involvement at home and school.

scholarly journals Young Children with Orthopedic Handicaps: Self-Knowledge about Their Disability

1988 ◽  
Vol 55 (3) ◽  
pp. 249-252 ◽  
Author(s):  
Nancy Lee Dunn ◽  
Kathleen W. McCartan ◽  
Robert W. Fuqua
Keyword(s):  
Young Children ◽  
Teacher Interviews ◽  
Self Knowledge ◽  
Home And School ◽  
At Home

Thirty children, age 36 to 83 months, were interviewed to ascertain the extent of their awareness of their orthopedic disability. Parent and teacher interviews were conducted to determine types and frequencies of discussions about the child's disability. Results supported previous findings that age of the child was significantly correlated with a child's awareness of differences and disability. However, additional findings indicated that occurrence of discussions on disabilities at home, but not at school, was significantly correlated with awareness. Implications of the findings for home and school discussions are discussed.

scholarly journals Creative Potential is Differentially Expressed in School, at Home, and the Natural Environment

2021 ◽  
Author(s):  
Mark Runco ◽  
Ahmed M. Abdulla Alabbasi ◽  
Selcuk Acar ◽  
ALaa Eldin A. Ayoub
Keyword(s):  
Natural Environment ◽  
Statistical Test ◽  
Differentially Expressed ◽  
Creative Activity ◽  
Creative Potential ◽  
Method Variance ◽  
Creative Products ◽  
The Individual ◽  
Home And School ◽  
At Home

Creative potential is one of the very most important topics for research. It is difficult to study because, unlike creative products, potential is by definition latent. There are several methods. One involves comparing creative activity expressed in various settings. Previous research has, for example, compared creativity expressed in school with that expressed by the same individuals when they are outside of school. There tends to be more creative activity outside of school, suggesting that the individual has creative potential, but it is only allowed to be expressed in certain settings. The present investigation extended this line of research by comparing creative activity in school, at home, and that occurring outside of school and home. Results indicated that the activity scores from the three settings shared less than 52% of their variance. The measures used were highly reliable, so the conclusion was that, as in previous research, various settings do indeed differentially allow the expression of creative potential. Comparisons of means also supported this finding. Interestingly, creative activity at home was significantly more common than creative activity at school and when outside of the home and school. A statistical test of method variance indicated that it was not a notable contribution nor confound. Limitations are discussed at the end of the manuscript.

scholarly journals The neurocognitive profiles of children adopted from care and their emotional and behavioral problems at home and school

2020 ◽  
pp. 1-20
Author(s):  
Amy L. Paine ◽  
Daniel Burley ◽  
Rebecca Anthony ◽  
Stephanie H. M. Van Goozen ◽  
Katherine H. Shelton
Keyword(s):  
Behavioral Problems ◽  
Emotional And Behavioral Problems ◽  
Neurocognitive Profiles ◽  
Home And School ◽  
At Home

Sharing Food at Home and School: Perspectives on Commensality

1996 ◽  
Vol 44 (4) ◽  
pp. 648-674 ◽  
Author(s):  
Marlene Morrison
Keyword(s):  
Teaching And Learning ◽  
Social Significance ◽  
Social Scientists ◽  
Social Rules ◽  
Institutional Practice ◽  
The Social ◽  
Cultural Preference ◽  
Funded Project ◽  
Home And School ◽  
At Home

Sharing meals together, both in terms of their social construction and the social rules which govern behaviour, is thought to be the essence of our sociality. Teaching and Learning about Food and Nutrition in Schools (reported by Burgess and Morrison in 1995) is an ESRC funded project, which, as part of the Nation's Diet Programme: The Social Science of Food Choice investigated food use and eating in schools. Prior to the project social scientists had seldom focused upon the social and educational contexts in which children and young people learned about food as classroom activity, as routinised eating in schools, or at the interface between home and school. It is at the meeting point of such interests that this paper on the social significance of eating together is framed. Interview and diary data from parents, ‘dinner ladies’ and pupils, in combination with research observations, are used to explore familial perspectives on the changing relationship between eating at home and school in two primary school case studies. The discussion of school eating arrangements highlights the complex issues underpinning the advocacy of school meals, not only in terms of nutritional impact but also in relation to the cross-cutting effects of institutional practice, socio-economic advantage and disadvantage, and cultural preference. The alleged decline of the ‘proper’ shared meal is also contested. Rather, the data show commensality being produced and reproduced in different forms.

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