Honest answers

In Malaysia, some parents leave the duties of child rearing to their domestic helpers. This can cause much trauma to a preschool child who has been raised by his domestic helper if the domestic helper leaves the family. The domestic helper was the primary caregiver of the child; hence, when the domestic helper leaves, the child feels that his “mother” has abandoned him. This in turn cause the child to respond via very negative acting out behaviors. This chapter presents a case study using filial play therapy as a therapeutic intervention for a pre-school child and his mother after the domestic helper left the family. This therapeutic process enhanced the bonding between the child and his mother. As a result of better bonding, the child's negative behaviors subsided.

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A STUDY ON THE FAMILY ROOM FROM THE VIWE POINT OF PARENT-CHILD COMMUNICATION : An analysis of the child's development in the case of school child and high school student

Journal of Architecture and Planning (Transactions of AIJ) ◽

10.3130/aija.71.1_4 ◽

2006 ◽

Vol 71 (602) ◽

pp. 1-6 ◽

Cited By ~ 1

Author(s):

Junko FUJINO ◽

Kahoru KITAURA

Keyword(s):

High School ◽

School Child ◽

High School Student ◽

Parent Child Communication ◽

The Family ◽

Parent Child

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Effectiveness Story in Modifying Behavior of the Preschool Child: فاعلية القصة في تعديل سلوك طفل ما قبل المدرسة

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.t100619 ◽

2019 ◽

Vol 3 (24) ◽

Author(s):

Tamara Mahmood Nsair

Keyword(s):

Preschool Child ◽

School Children ◽

School Child ◽

Positive Impact ◽

Empirical Approach ◽

The Family ◽

Training Courses ◽

Semi Empirical

The study aimed to reveal the effectiveness story in modifying the behavior of the pre-school child, also to reveal the differences in effectiveness story to modify the behavior of the pre-school child according to the gender of the child. The study sample consisted of 16 pre-school boys and girls who were randomly selected, the study used the A semi-empirical approach , the researcher used the wrong behavior measure prepared by Taha (Taha, 2017), The results of the study showed that there is a positive impact of effectiveness of the story in modifying the behavior of a child before, and that there is no difference in effectiveness of the story in modifying the behavior of pre-school children according to the gender of the child, in light of these results, the study recommended that the kindergarten schools should develop training courses in Storytelling, emphasizing effectiveness of the family and kindergarten to distinguish between what is reality and what is Fiction specially at this sensitive age.

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THE FAMILY DOCTOR AND SCHOOL CHILD HEALTH

Journal of School Health ◽

10.1111/j.1746-1561.1961.tb02772.x ◽

1961 ◽

Vol 31 (4) ◽

pp. 121-124

Author(s):

Warren W. Quillian

Keyword(s):

Child Health ◽

School Child ◽

Family Doctor ◽

The Family

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The Role Of Parents In Learning Local Culture Of Little Gamelan In Early Childhood

Eduvest - Journal Of Universal Studies ◽

10.36418/edv.v1i12.310 ◽

2021 ◽

Vol 1 (12) ◽

Author(s):

Joko Pamungkas

Keyword(s):

Early Childhood ◽

Family Environment ◽

Quantitative Methods ◽

Local Culture ◽

The Family ◽

Asking Questions ◽

Role Of Parents ◽

Group B ◽

The Relationship

This study aims to reveal the relationship between the role of parents in learning local culture of little gamelan in early childhood. This study uses quantitative methods with collecting data by asking questions or interviewing parents, observing with documentation on group B children in TK ABA Ngabean 2, Yogyakarta. The results of this study show that the level of closeness of the relationship between the role of parents and learning of local gamelan little gamelan culture is very high seen from the results of the correlation count, which is 0.9994 or close to 1. and a positive correlation sign indicates a perfect linear relationship and the line has a positive slope. The data shows that as X or the role of parents increase, the results of the y value will increase or learning the local culture of the little gamelan. The family environment as a place for the first education for children. Children at the age of 0-6 years is a period when children are sensitive to everything. Therefore, in this case, learning the local culture of little gamelan is good to do at this time.

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Transgenerational Transmission of Collective Victimhood Through a Developmental Intergroup Framework

The Social Psychology of Collective Victimhood ◽

10.1093/oso/9780190875190.003.0002 ◽

2020 ◽

pp. 37-55

Author(s):

Laura K. Taylor ◽

Marina Štambuk ◽

Dinka Čorkalo Biruški ◽

Dean O’Driscoll

Keyword(s):

Developmental Approach ◽

Major Mechanism ◽

The Family ◽

Personal Experiences ◽

History Of ◽

The Media ◽

Asking Questions ◽

Socialization Agents ◽

Collective Victimhood

This chapter uses a developmental approach to understand how collective victimhood is transmitted from generation to generation, focusing on the role of the family and drawing on research examples from Vukovar, Croatia, and Northern Ireland. In these two postaccord and divided societies, ethnic socialization in families serves as a major mechanism through which children and youth learn about their group’s history of victimization. The narratives that are shared include both societal narratives of the group’s collective experiences of suffering and individual narratives of family members’ personal experiences. The chapter stresses the active, agentic role of youth in eliciting narratives of collective victimhood when they are often faced with silence. Through the process of developmental provocation, children can stimulate transmission by asking questions, often in response to information received through other socialization agents such as schools or the media.

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Techniques for framing questions in conducting family meetings in palliative care

Palliative & Supportive Care ◽

10.1017/s1478951509000212 ◽

2009 ◽

Vol 7 (2) ◽

pp. 163-170 ◽

Cited By ~ 15

Author(s):

Isabelle Dumont ◽

David Kissane

Keyword(s):

Palliative Care ◽

Family Therapy ◽

Care Setting ◽

Preventive Intervention ◽

Family Meetings ◽

Questioning Techniques ◽

Palliative Care Setting ◽

The Family ◽

Asking Questions ◽

Systemic Family Therapy

ABSTRACTObjective:Family therapy has developed several approaches to framing questions within family meetings, but few of these techniques have been adapted for palliative care. We focus on the application of questioning techniques from systemic family therapy to palliative care. More specifically, we describe and give examples of the model of asking questions developed by Karl Tomm (1988) through its application in Family Focused Grief Therapy (FFGT), a preventive intervention delivered to high-risk families during palliative care and bereavement.Methods:First, the type of questions used across the course of therapy is explored based on the interventive questioning model. Then, a case example is provided to demonstrate the use and adaptation of this model in a palliative care setting.Results:At the beginning of therapy, the most frequent questions were linear and circular, moving around the family to build up a picture of events from everyone's perspective. As for the frequency of reflexive and strategic questions, these increased as the therapy progressed, bringing the family to new perspectives. The case example fleshes out the importance of each type of question, all of which have a proper place in the course of therapy.Significance of results:These illustrations highlight the value of having a model of questioning styles to guide the clinician when exploring palliative care issues, such as care provision, coping and grief, intimacy, and discussing death. This framework could be useful in guiding supervisors, trainees, and clinicians seeking to build skills and optimize their interventions in a palliative care setting.

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Organizational and methodological features of accompanying an elementary school child with disabilities in a general educational organization

Особый ребенок: Обучение, воспитание, развитие ◽

10.20323/978-5-00089-474-3-2021-64-71 ◽

2021 ◽

Author(s):

Svetlana A. Shabalina ◽

◽

Oksana P. Kolyada ◽

Keyword(s):

Elementary School ◽

Developmental Disabilities ◽

Students With Disabilities ◽

School Child ◽

Educational Institution ◽

Educational Programs ◽

Elementary School Child ◽

Educational Organization ◽

The Family

The article reveals the relevance of the organization in a general educational institution of support the family of a child with developmental disabilities; the aim, objectives, principles, directions, stages and forms of interaction of teachers with parents (legal representatives) in matters of assistance in the development of educational programs by students with disabilities are described.

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